Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes-Reference-Cited by-同舟云学术

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Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes

Published:2021-09-16 Issue: Volume: Page:
ISSN:0007-1013
Container-title:British Journal of Educational Technology
language:en
Short-container-title:Br J Educ Technol

Author:

Cojean Salomé¹^ORCID,Jamet Eric²

Affiliation:

1. Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC, EA 602) Université Grenoble Alpes Saint‐Martin‐d’Hères France

2. Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C, EA 1285) University of Rennes Rennes France

Funder

Agence Nationale de la Recherche

Région Bretagne

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13164

Reference70 articles.

1. Concept Maps for Comprehension and Navigation of Hypertexts

2. Using video and static pictures to improve learning of procedural contents

3. Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations

4. The Split-Attention Principle in Multimedia Learning

Cited by 15 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Impact of question presence and interactivity in instructional videos on student learning;Education and Information Technologies;2024-07-05

2. A Bibliometric Look at Eye Tracking Research in Video-Based Learning;Yuzunci Yil Universitesi Egitim Fakultesi Dergisi;2024-04-17

3. Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context;Computers & Education;2024-04

4. Learner engagement with instructor‐generated video;British Journal of Educational Technology;2024-02-28

5. Note‐taking by university students on paper or a computer: Strategies during initial note‐taking and revision;British Journal of Educational Psychology;2024-02

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